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All Journal International Journal of Educational Review, Law And Social Sciences (IJERLAS)
Oliso, Zelalem
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SERVICE QUALITY MEASURE IN ETHIOPIAN HIGHER EDUCATION CONTEXT: DEVELOPING A COMPREHENSIVE MEASURE Oliso, Zelalem
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 3 (2023): May
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v3i3.692

Abstract

The main purpose of this study was conducted to develop a comprehensive Higher Education Service Quality Measure [HESQM] that used to evaluate Ethiopian higher education service quality. To serve this purpose, the existing generic service quality models and models designed for higher education sectors were thoroughly reviewed. Through an extensive review, a comprehensive HESQM was developed. The content validity and reliability of the instrument was checked. The content validation of the instrument was judged by five experienced experts who selected from Arba Minch University. The experts’ judgment in each item was quantitatively calculated using Item-Level Content Validity Index [I-CVI] and Scale-Level Content Validity Index [S-CVI]. The pilot study was conducted on twenty Graduating Class [GC] students who purposefully selected from the different departments of Arba Minch University to further analyze the reliability of the instrument. The internal consistency of the instrument was checked via Cronbach’s alpha coefficient 0.5 using SPSS v.20. Both content validation and reliability analysis results confirm that the instrument was valid and internally consistent. The new comprehensive HESQM has seven main and nine sub dimensions and included a total of 118 items. The present HESQM is a comprehensive model to measure Ethiopian higher education service quality. Since using a single model unable to fully explain the Ethiopian higher education service quality, the new comprehensive model has better explaining Ethiopian higher education service quality. However, further studies should be conducted using Exploratory Factory Analysis [EFA] to strengthen the present findings.
PROVISION OF ADMINISTRATIVE SERVICE QUALITY IN ETHIOPIAN PUBLIC UNIVERSITIES: EVIDENCE FROM STAKEHOLDERS’ PERSPECTIVES Oliso, Zelalem; Alemu, Demoze; Jansen, Jonathan
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 4 (2023): July
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v3i4.920

Abstract

Educational Service Quality [ESQ] is one of the most important parameters to measure the quality of higher education. Institutions that provide better services attract more students as compared to low service providers. In the existing literature, however, among the elements of educational service quality, administrative or nonacademic service quality is not well studied in academic settings as compared with academic service quality, which could indirectly influence how teaching and learning unfolds. This study aimed to examine stakeholders’ perception towards administrative service quality in the Ethiopian higher education system. To serve this purpose, a mixed research methods with convergent parallel design was implemented. The study participants were selected via purposive and random sampling techniques. Questionnaires, focus group discussions and interviews were the main tools for gathering data. A self-developed questionnaire consisting 17 items, was distributed to four hundred [400] randomly selected Graduating Class [GC] undergraduate students. Furthermore, semi-structured interviews were conducted with key informants and focus group discussions were purposefully selected students. The findings of the study revealed that the majority of the elements that constituted the key attributes of administrative service quality were perceived by stakeholders to be poor. This is reflected in low mean scores in many variables or items associated with the facets of administrative service quality. The findings of this study further uncovered that poor delivery of administrative services affect students’ learning outcomes.
Co-Authors Alemu, Demoze Jansen, Jonathan